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The Maze Runner

Unit Plan

©2012

www.englishunitplans.com

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Contents Lesson #1 ....................................................................................................................................................... 5

Vocabulary Game ...................................................................................................................................... 5

Vocab: Chapters 1-3 .............................................................................................................................. 5

Vocabulary Pinball ................................................................................................................................. 5

Read Chapters 1-3 ..................................................................................................................................... 6

Questions for discussion: ...................................................................................................................... 6

Answers: ................................................................................................................................................ 6

Lesson #2 ....................................................................................................................................................... 7

Read Chapters 4-6 (RA) ............................................................................................................................. 7

Questions: ............................................................................................................................................. 7

Answers: ................................................................................................................................................ 7

Lesson #3 ....................................................................................................................................................... 8

Vocabulary Chapters 4-6 ........................................................................................................................... 8

Vocabulary Pinball…Reprisal ..................................................................................................................... 8

Questions 7-10 ...................................................................................................................................... 9

Answers: ................................................................................................................................................ 9

Read Chapters 11-17 Aloud ...................................................................................................................... 9

Questions: ............................................................................................................................................. 9

Answers: ................................................................................................................................................ 9

Lesson #4 ..................................................................................................................................................... 11

Read Chapters 18-24 (RA) ....................................................................................................................... 11

Questions: ........................................................................................................................................... 11

Answers: .............................................................................................................................................. 11

Lesson #5 ..................................................................................................................................................... 12

Test .......................................................................................................................................................... 12

Lesson #6 ..................................................................................................................................................... 15

Read Aloud(RA) Chapters 25-31 ............................................................................................................. 15

Questions: ........................................................................................................................................... 15

ANSWERS: ........................................................................................................................................... 15

Vocabulary - Chapters 25-31 ................................................................................................................... 16

Lesson #7 ..................................................................................................................................................... 19

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Read Aloud Chapters 32-36 .................................................................................................................... 19

Questions: ........................................................................................................................................... 19

Answers: .............................................................................................................................................. 20

Homework: Read chapters 37-38 ........................................................................................................... 20

Puzzle ...................................................................................................................................................... 20

Lesson #8 ..................................................................................................................................................... 22

Definition Dash ....................................................................................................................................... 22

Vocabulary Words Chapters 39-42 ......................................................................................................... 23

Read Chapters 39-42 ............................................................................................................................... 23

Questions: ........................................................................................................................................... 23

Answers: .............................................................................................................................................. 24

Lesson #9 ..................................................................................................................................................... 25

Chapters 43-49 ........................................................................................................................................ 25

Questions ............................................................................................................................................ 25

ANSWERS: ........................................................................................................................................... 25

Lesson #10 ................................................................................................................................................... 27

Test .......................................................................................................................................................... 27

Lesson #11 ................................................................................................................................................... 30

Read Aloud Chapters 50-56 .................................................................................................................... 32

Questions: ........................................................................................................................................... 32

Answers: .............................................................................................................................................. 32

Vocabulary Chapters 50-56 ..................................................................................................................... 32

Lesson #12 ................................................................................................................................................... 34

Read Chapters 57-58 ............................................................................................................................... 34

Questions: ........................................................................................................................................... 34

ANSWERS: ........................................................................................................................................... 34

Code Puzzle ............................................................................................................................................. 34

Code Words ................................................................................................................................................ 35

Lesson #13 ................................................................................................................................................... 36

Read Chapters 59-60 ............................................................................................................................... 36

Questions: ........................................................................................................................................... 36

ANSWERS: ........................................................................................................................................... 36

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Lesson #14 ................................................................................................................................................... 37

Read Chapters 61-Epilogue ..................................................................................................................... 37

Questions: ........................................................................................................................................... 37

Puzzle ...................................................................................................................................................... 37

Lesson #15 ................................................................................................................................................... 39

Test #3 ..................................................................................................................................................... 39

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The Maze Runner

Lesson #1 Objective: attention getter, introduction for book

Evaluation: Teacher observed

• Directions: play the following clip about the book: http://www.youtube.com/watch?v=h-9VMu0N3nQ

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Vocabulary Game Objective: Pre-reading introductory vocabulary

Evaluation: completed game with 80% accuracy

Vocab: Chapters 1-3 Stale: Musty

Consumed: to absorb; engross

Ascended: to rise

Devoid: without

Bombarded: attacked

Lurch swaying abruptly

Piercing: gazing intensely

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Vocabulary Pinball Materials needed: internet connection and computer(s)

Directions: If you are blessed with student computers, have each student login to: http://www.playkidsgames.com/members/members.htm *note: you’ll have to register to create the list, but it is free.

The game allows them to play pinball while learning the vocabulary words.

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Read Chapters 1-3

Questions for discussion: 1. Where is Thomas at the beginning of the book? 2. What’s a KLUNK? 3. Who is Alby? 4. What’s a Beetle Blade? 5. Who is Chuck and why does Thomas instantly like him? 6. The Maze Runner is often compared to the Hunger Games. What similarities/differences do you

note at this point in the reading?

Answers:

1. In an elevator going up. He doesn’t know where he came from nor where he’s going. 2. Klunk is another word for excrement. 3. Alby is the new leader of the Gladers. 4. A beetle blade observes what the boys are doing and won’t hurt anyone unless they touch them

or try to tamper with them.

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Lesson #2 Objective: Emerging Writers: Writing a one page essay with some organizational skills. Experienced Writers: Writing a one page essay with formatting, transitions, and a thesis. Evaluation: Completed Essay Topic: The boys that live in the Glade have created their own new words that they’ve added into their language. Why did they develop their own way of talking? How did the Gladers’ language affect your reading of the book?

Read Chapters 4-6 (RA)

Questions: 1. Why do you think Gally picks on Thomas so much? Do you consider Gally a bully? Why or why

not? How does a bully decide who he/she will target? 2. Why do you think the author includes the ‘joke’ in the story? What does it tell you about the

characters? 3. What are Grievers? 4. What happens if you get stung by one? 5. What three adjectives would describe a Griever? 6. All of the Gladers have had their memories wiped clean. What would make this necessary?

Answers: 1. He picks on Thomas because he believes Thomas is weak and he fears what Thomas

represents from the outside. Given this reason, then, he is not necessarily a bully in that he doesn’t go looking for a reason to hate Thomas. **good time to insert a short mini lesson on bullying.

2. This ‘joke’ allows the author to show the relationships between the boys and how they view life in general.

3. Grievers are large bulbous monsters, half machine, half organic. They seem to exist for the sole purpose of pursuing and killing runners.

4. If a Griever stings someone they are given a serum that keeps them alive. They will retrieve many of the memories that were wiped clean before they were sent to the Glade. It is very painful.

5. Horrendous, monstrous, deadly 6. Obviously there was something very bad that was necessary for them to forget in order

to live in the Glade. Lesson #3

• Homework assignment: Read Chapters 7-10

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Lesson #3 GAME: Create a Word

Objectives: Students will create their own new words with a group.

Evaluation: Using known prefixes and root words students will create 5 new words with definitions.

Directions: Students will be placed into small groups and given a list of popular and common prefixes and suffixes, then asked to combine them with everyday root words to create a new word/definition. When finished they will present their words to the class.

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Vocabulary Chapters 4-6 1. Wedged: to pack or fit tightly 2. Mammoth: extremely large 3. Splinter: fragment 4. Suppress: to hinder or stop 5. Wincing: flinch 6. Epiphany: sudden understanding 7. Linger: to stay around, loiter 8. Obstructions: obstacles 9. Bulbous: bulb shaped, bulging 10. Creased: a wrinkle

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Vocabulary Pinball…Reprisal Directions: If you are blessed with student computers, have each student login to: http://www.playkidsgames.com/members/members.htm *note: you’ll have to register to create the list, but it is free.

The game allows them to play pinball while learning the vocabulary words.

****************************************

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Questions 7-10 (from homework assignment)

1. What is Alby afraid of and why? 2. What do you predict about the note that the girl had? 3. Many have considered that the Glade is a prison for wayward teens. What would seem to

indicate that it is? What arguments against this idea can you present? 4. What do you think caused Ben to be sick? Explain. 5. What happens to Ben after he attacks Thomas? 6. Thomas has to work for the slicers. What are they and what do they do?

Answers: 1. Alby is afraid of change. Thomas represents that change and he doesn’t like it. 2. Answers may vary 3. For Prison: routine, order, hierarchy, punishment for disobedience. Against Prison: no chance of

parole, no one knows what their crimes were, rehabilitation doesn’t seem ongoing. 4. The griever stung him but it would seem to be the serum that made him crazier. 5. They have to shoot him to make him stop attacking Thomas. 6. They butcher the meat.

Read Chapters 11-17 Aloud

Questions: 1. What has Minho found in the maze that is very unusual? 2. What do you think this ‘find’ means? 3. Why does Alby treat Thomas the way that he does? 4. In the end, what does Alby decide to do with Ben? Do you think this was justified? Explain. 5. How is the Glader society structured? 6. Who is caught outside in the Maze when the doors close? 7. Discuss each boy’s choices. What does Minho decide to do? Thomas? Alby?

Answers: 1. He found a ‘dead’ griever. 2. It means that the grievers can die. 3. He’s afraid that Thomas has signaled some sort of change. Everything has started to

change ever since Thomas arrived. 4. Alby decides to exile him to the Maze and let the grievers finish the job. They execute him, in

other words. 5. Alby is the leader. There are specifically designated jobs for everyone in the Glade. No

one is allowed into the Maze e3xcept the runners who are trained to do the job. Ultimately, they want to map the maze and find a way out.

6. Minho, Alby and Thomas (who runs out to help them).

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7. Minho figures that Alby is a dead man anyway and that it is better to split up to hide and stay safe. Alby is too far gone from the stinger to make too many conscious decisions. He has basically resigned himself to the fact that he’s a dead. Thomas determines to survive and keep Alby somehow safe, too.

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Lesson #4 Objective: Reward those who have studied by allowing them to login to this free Maze Runner game: http://www.pivotalkids.com/maze_runner_game.htm

Evaluation: Students make it through the maze with score of 80 or higher.

Directions: Students click on the link and play the maze game (watch out for Grievers!). This can be used as a warm up or as a reward for those who demonstrate mastery of the vocabulary words.

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Read Chapters 18-24 (RA)

Questions: 1. How does Thomas outwit the Grievers? 2. Who is watching Thomas as he outmaneuvers the Grievers? 3. What character traits can you assign to Thomas? 4. What is the ethical dilemma that Newt faces in regard to Thomas and the one big rule

that he’s broken? 5. What does Thomas begin to suspect about their former lives? 6. What does Gally accuse Thomas of being for the Creators?

Answers: 1. Thomas outwits the Grievers by using the ivy that grows on the wall as rope lines. He

ties Alby to the wall. 2. Minho. 3. He is loyal to his friends, brave, quick thinking, and selfless 4. The one big rule is that no one is to go into the maze except the runners. By stepping

out into the maze to help Minho and Alby he went against their society’s rules. Alby has to punish him somehow, but he’s also impressed by Thomas.

5. That they were so awful that when memories are restored via the serum the person remembering goes insane, becomes moody, or aggressive. This leads them to believe that life outside of the Glade must be very bad.

6. A spy

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Lesson #5

Test Objective: Students demonstrate mastery of characters and vocabulary for chapters 1-24.

Evaluation: Students will complete the given test with 70% accuracy or better.

**printable on following page.

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The Maze Runner Test One

Name____________________ Match the definition to the vocabulary word Stale___ A. to rise Consumed ___ B. swaying abruptly Ascended ___ C. attacked Devoid ___ D. fragment Bombarded ___ E. musty Lurch___ F. to absorb; engross Piercing ___ G. extremely large Wedged___ H. to hinder or stop Mammoth___ I. gazing intensely Splinter___ J. obstacles Suppress___ K. to pack or fit tightly Wincing___ L. bulb shaped, bulging Epiphany___ M. sudden understanding Linger___ N. a wrinkle Obstructions___ O. without Bulbous___ P. flinch Creased___ Q. to stay around, loiter Answer the following questions about the story, thus far. !. Where is Thomas at the beginning of the book? ________________________________________________________________________________________________________________________________________________________________________

2. Who is Chuck and why does Thomas instantly like him? __________________________________________________________________________________________________________________________________________________________________________ 3. All of the Gladers have had their memories wiped clean. What would make this necessary? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Pg. 2 Test….continued………. 4. What has Minho found in the maze that is very unusual? _________________________________________________________________________________ 5. What do you think this ‘find’ means? __________________________________________________________________________________________________________________________________________________________________________ 6. Why does Alby treat Thomas the way that he does? __________________________________________________________________________________________________________________________________________________________________________ 7. In the end, what does Alby decide to do with Ben? Do you think this was justified? Explain. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. How is the Glader society structured? __________________________________________________________________________________________________________________________________________________________________________ 9. Who is caught outside in the Maze when the doors close? _____________________________________________________________________________________ 10. What is the ethical dilemma that Newt faces in regard to Thomas and the one big rule that he’s broken? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Lesson #6 Match it to Win It

Objective: definitions for vocabulary

Evaluation: students will successfully match definitions to words in a timed setting.

Materials Needed: Catalog sized envelopes, index cards with vocab words/context sentence on one side, individual sentence strips with definitions, timer, reward

**printables on following page

Directions: Students are grouped, then given a packet. At a signal from the teacher, students open the packets and attempt to match definitions to vocab words. Once finished the team calls ‘Match it!’ and the teacher goes to check the answers. The teacher may only indicate how many words are correct, but not which words are correct. This forces the children to work together, use deductive reasoning, and utilize resources (dictionaries, glossaries). Play continues until time runs out. The team with the most ‘right’ answers wins. Go over the corrected answers so that students are given the right answers to study.

Read Aloud(RA) Chapters 25-31

Questions: 1. What does Minho offer to do that astounds everyone in the meeting? 2. What does the council decide? 3. What punishment do they give Thomas for breaking the rules? 4. What is more important to have, values or rules? Why? 5. What happens when Alby tries to tell Thomas about the ‘outside’? 6. What does Thomas think the girl’s name is? 7. What does Thomas hear in his mind? 8. What does Teresa tell him? 9. What happens to Gally? 10. How does Thomas view Chuck?

ANSWERS: 1. Give up his role as the Keeper of the runners to Thomas 2. They decide that Thomas should become a runner, but train for a month under Minho

and Alby. 3. He has to spend a day in the Slammer. 4. opinion statement

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5. Something seems to control him and he tries to strangle himself. 6. Teresa 7. He hears Teresa talking to him telepathically. 8. Teresa tells him that the trials have to end and that they are responsible for the Maze

and the trials. She also states that her memories are fading. 9. Gally in a fit of rage runs into the Maze. The others think he’s hiding out in the Maze,

but Thomas thinks he’s hiding somewhere in the Glade with some of his new friends. 10. He spends the day while in the slammer getting to know Chuck (who visits him). He

begins to regard Chuck as the little brother he never had. He realizes that Chuck is naïve and innocent and he feels protective of him.

Vocabulary - Chapters 25-31 Restored: Make whole, refreshed

Interjected: to interrupt

Defied: to go against the rules

Ruddied: to make red

Gamut: a challenge

Writhing: to twist in pain

Queasy: sick to one’s stomach

Entwined: twisted together

Oblige: to consent or agree

Remnant: a scrap or left over

Contemplative: to think deeply

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Restored

Interjected

Defied

Ruddied

Gamut

Writhing

Queasy

Entwined

Oblige

Remnant

Contemplative

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make whole, refreshed

to interrupt

to go against the rules

to make red

a challenge

to twist in pain

sick to one’s stomach

twisted together

to consent or agree

a scrap or left over

to think deeply

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Lesson #7 Vocab Round Robin

Objective:

Recognition of vocabulary words/definitions

Evaluation:

Completed list

Vocabulary Game

Materials Needed:

Vocab words (duplicate enough game pieces for everyone in class to have one)

Directions: Hand a word card to each student. Tell them to flip the card over and take a guess as to the meaning/definition of the word.

Go around the room pronouncing the word for the students, then ask for their definition. If it is not correct, give the corrected definition for them to write down.

Proceed through all of the words.

Next, put on some music (sounddogs.com) and instruct the students to place their words face up on their desks. They are going to be moving around the room collecting all of the vocabulary words by writing them down in their notebooks. They are NOT to move the cards from the desk, but they can flip them over to get the definitions. The first person to have all of the words and definitions will win some reward. Students must move around the room finding and collecting words. They have until the music is finished playing to collect as many as they can.

Go back over the words, one more time

Read Aloud Chapters 32-36

Questions: 1. What does Thomas realize about how the Glade is mapped? 2. What does the plaque in the Maze say? 3. What does the plaque’s title suggest about what is happening on the outside? 4. What do Thomas and Minho discover when they drop rocks over the edge? 5. What does Teresa say when she wakes up? 6. What happens to the doors in the Maze?

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Answers: 1. It is arranged in a tic tac toe pattern with the Glade as the center square. 2. World in catastrophe killzone experiment department (WICKED) 3. opinion response 4. That they, like the Grievers, disappear into a ‘hole’. 5. That the Maze, itself, is a code. 6. They don’t close at night.

Homework: Read chapters 37-38 Place following questions on the board to be answered at home after reading.

1. Since she’s awake, where do they keep Teresa?

Answer: in the slammer

2. Where does everyone hole up for safety?

Answer: The homestead

3. What comes through the gates?

Answer: A Griever

4. What do you think about Teresa?

Answer: opinion

5. Why is Thomas so upset about Teresa arriving?

Answer: opinion

Puzzle

See following page

Directions: complete the maze

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A-Maaazing

Name_____________________

Directions: complete the maze for a special prize

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Lesson #8 Short Response Writing: ROPE

Place the letters R. O. P. E. vertically on the board. Explain that there is a formula that will assist them in writing a good short response answer to any question given.

R: restate the question

O: opinion (give one)

P: prove your opinion

E: end the paragraph

Display the following question, then complete the short response question as a group. Use the second question for them to practice with.

1. What could be so bad on the outside that someplace like the Glade was created?

Sample Answer: Something bad has happened on the outside triggering the creation of the Glade. I think that they created this place because the world was not fit to live in anymore for some reason, and the Glade is the only place left. I believe that this is true because of Teresa’s memories and Alby’s memories. They seem to all point to this. That is why the Glade was created…to escape a terrible reality.

2. Should the Gladers attempt to go through the hole that the Grievers go through, or should they continue to stay? Why?

Definition Dash Materials needed: Printed out definitions on poster board strips, white board. Directions: Write the vocabulary words on the board in random places. Then place tape on the back of the poster board definition strips, and place randomly on the board. Have students break into teams, then have a timed race to see which team can match the definitions to the words faster than the rest of their team mates.

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Vocabulary Words Chapters 39-42 Lunacy: insanity Figment: made up, not real Comical: humorous Cusp: the edge Rebuke: to reprimand Sabotage: underhanded interference Gibberish: meaningless talk or writing Feverishly: in an extreme hurry Coincidence: two or more events the happen at same time Piqued: interested Telepathy: mind to mind communication Scoured: to search thoroughly, to clean completely Acrid: bitter Horde: a group Interminable: never ending Composure: calm, cool, collected ******************************************************************************

Read Chapters 39-42

Questions: 1. What does Gally tell the group about the Grievers? 2. Who gives himself to the Griever? 3. What do the Gladers realize about their time in the Maze and their own futures? 4. What happens in the map room? 5. Who is injured in the map room? 6. How have the important maps been saved? 7. What do Teresa and Thomas realize about the way the Gladers have been reading the maps? 8. When the maps are layered and compared what do they seem to form?

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Answers: 1. That they will kill one Glader a night before they stop. 2. Gally 3. They realize that pressure is being applied so that they will make a decision and move toward solving the maze’s secret. 4. The map room is burned. 5. Alby is injured. His head is bleeding. 6. When Alby was going through the change he told Newt and Minho to protect the maps. They have moved them in secret to another location. 7. They realize that the Gladers have only been comparing each section to itself instead of comparing it to other sections. 8. They realize that when the maps are layered on top of one another that they form letters. The maze is a code. ***********************************

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Lesson #9 The Maze Runner Cause and Effect Chart Objective: recognition of cause and effect as it applies to characterization and plot Evaluation: completed chart On the following page find a reproducible chart for students to use while reading the next chapters aloud. **********************************************************************

Chapters 43-49

Questions 1. What are the words that the Gladers find from their analysis of the maps? 2. Why doesn’t Thomas tell the others about his telepathic link to Teresa? 3. What does Thomas realize about the code words? 4. What does Thomas realize that he’s got to do in order to regain his memories? 5. How long did Thomas take to go through the Change? 6. What does Thomas tell the Gladers about themselves?

ANSWERS: 1. FLOAT, CATCH, BLEED, DEATH, STIFF, and PUSH. 2. He doesn’t want to give then yet another reason to distrust either of them. 3. They are words or codes that need to be entered into a computer in order to free them from the maze. 4. Become a victim of the Griever and be stung. 5. three days 6. That they are all highly intelligent orphans collected and raised by the creators as part of a larger project. They are all named after famous scientists (Alby, Albert Einstein, Thomas, Thomas Edison). He also tells them that the maze was to see how they would solve something outside of the box and use creative problem solving.

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Name________________ Directions: As we read the next chapters, stop to fill in cause/effect sequences. A good way to determine cause/effect is to concentrate on decision characters face and what they decide to

EXAMPLE

The doors to the Maze are not closing and the sky never changes.

Minho and Thomas want to stay out in the Maze overnight.

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Lesson #10

Test *See printable on next page

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The Maze Runner Test Two

Name_________________________ In the following paragraph, circle the vocabulary words that are used improperly. Vocabulary words are italicized. 1. From the minute he saw her, he knew that somehow they were queasy and writhing. Entwined together in a fate that he did not yet understand, he did know one thing: he had to restore the girl to consciousness. Somehow. The remnant of humanity that now sat outside those walls were looking to them for answers; answers he was sure he might have if he could comical them together in some sort of cusp. Answer the following questions from the story. 2. What does Thomas realize about how the Glade is mapped?

____________________________________________________________________________________________________________________________________________________________

3. What do Thomas and Minho discover when they drop rocks over the edge?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What happens to the doors in the Maze?

____________________________________________________________________________________________________________________________________________________________

5. Since she’s awake, where do they keep Teresa?

______________________________________________________________________________

6. What does Gally tell the group about the Grievers?

______________________________________________________________________________

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Test continued….

7. What do the Gladers realize about their time in the Maze and their own futures? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. What do Teresa and Thomas realize about the way the Gladers have been reading the maps?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Using the Short Response formula (ROPE) answer the following question:

9. What could be so bad on the outside that someplace like the Glade was created?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. What does Thomas tell the Gladers about themselves? How would YOU feel if you were them and were hearing this? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Lesson #11 **printable next page Objective: Characterization Evaluation: completed Character Maps Directions: Discuss the differences between static and dynamic characters. Then, in the appropriate blanks have students list characters accordingly. As an extension to the lesson, hand out magazines and old catalogs. Have students select pictures of people that they think best represent or illustrate those characters and place them on their Character Map.

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Character Map

Choose two dynamic characters and map their changes, thus far.

Current attitudes, actions Changed attitudes, actions

Current attitudes, actions Changed attitudes, actions

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Read Aloud Chapters 50-56

Questions: 1. If Thomas is right about the Creators (end of Chapter 50) what do you now know about the Creators?

2. Who is responsible for burning the map room?

3. What is the plan to get to the Griever hole?

4. Based on what we’ve learned so far about WICKED, how can they be good?

5. Some Gladers have decided not to go to the Griever hole. Why did they decide to stay? 6. What is the relationship between Teresa and Thomas? What proof do you have for your answer?

Answers: 1. They are desperate enough for some answers that they would put kids (albeit smart kids) in situations where they could die. They also are more than willing to allow the kids to die.

2. Alby. He says he did it to stay in the Glade. He remembers too much about the apocalyptic outside and he doesn’t want to return.

3. The Grievers are set to only kill one person at a time. Thomas says that he will offer himself up so the rest can escape.

4. They obviously want to correct some terrible ‘wrongness’ that is occurring. The acronym, alone: World In Catastrophe, Killzone Experiment Department, would seem to imply that they are attempting to literally save the world. They also set the Grievers to only kill one at a time, so their plan can’t be to exterminate them all. They selected the best and the brightest for some reason.

5. They have either gone through the changing and they KNOW what they are going back to, or they do not agree with what Thomas and the others are attempting to do.

6. opinion response

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Vocabulary Chapters 50-56 Baffled: confused, puzzled

Variable: changeable, not predictable

Resolve: to come to a decision

Fleeting: brief

Dazed: stunned, overwhelmed

Strategize: to plan

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Craggy: rough, rugged

Somber: solemn

Sodden: wet, dampened

Surged: to push ahead

Appendages: a part attached to a larger object

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Lesson #12 Media clip: THEME Have students watch the following clip, explaining THEME. www.discoveryed.com http://player.discoveryeducation.com/index.cfm?guidAssetId=99A7667E-64C6-4E37-A5AD-D5CEE534A78D&blnFromSearch=1&productcode=US “Discovering Language Arts: Intermediate: Fiction” For discussion: What is the overall THEME of The Maze Runner?

ANSWER:

Friendship, never giving up, the environment, personal courage, importance of rules/structure in a society.

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Read Chapters 57-58

Questions: 1. What do you notice is different about the word PUSH from the rest of the words?

2. Who finds the button on the floor that says, ‘Kill the Maze’?

3. At the end of the long slides down from the tunnel they arrive in an underground chamber. What is standing behind large windows observing them?

ANSWERS: 1. The word is only a four letter word, not five letters….indicating that it is a direction and not a code word.

2. Chuck

3. The creators

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Code Puzzle: See following page for printable

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Code Words D P R E L B A I R A V E E S F A E S E R V E H U M V A T L C Z N L I T Y J Y U L D R E E R E C S F P Q N E O V A E Z S A D O G O F K O S K T T Q A O G U F R R J A E O E I K D P M G C Y Q N Y R B G N O P S P B Y N E D D O S I G O O L T E E A P H U H B Z D E G R U S N R O H F F I E L O D G Y N A D L X E V X Z R C X A A Z S N A W O U V Q P Y C B B U Y O N G Q B M G K E X W A G H F T Y E X K B I X E S V J J X J Q V S U A D O I J B X I W Q E M R O O E APPENDAGES BAFFLED CRAGGY DAZED FLEETING RESOLVE SODDEN SOMBER STRATEGIZE SURGED VARIABLE __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

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Lesson #13 Objective: creative writing, characterization, plot analysis Evaluation: completed paragraphs. Character Counts Directions: Place names of the characters into a box or hat. Have students draw out a piece of paper with a character’s name on it. There may be some duplicates, if necessary. (Include even the antagonists). Tell the class that they are to use the name that the drew and create a journal entry from that character’s point of view. What do they think about the events that are unfolding? Do they think that life has treated them fairly? What would they do differently if they could? ******************************************************

Quizlet Cove Go to Quizlet.com and enter the vocabulary words for the week. Then, either take the students to the computer lab and have them play the games (even take the quiz), or play as teams against one another for time. ******************************************************

Read Chapters 59-60

Questions: 1. Who is the boy in the hoodie? 2. Does what Chuck does seem out of character, or is it believable that he would do what

he did for Thomas? 3. How did Chuck’s death affect Thomas? 4. What do you think the woman meant when she said one more variable had to be

introduced? 5. What are two very descriptive words for the lady that Thomas encounters as he is about

to make it to the door?

ANSWERS: 1. Gally 2. Chuck is a very fearful individual so it is somewhat unbelievable that he’d suddenly

charge in and save Thomas. However, his love for Thomas may have been what gave him uncharacteristic strength.

3. Thomas is devastated and almost kills Gally. 4. The variable was Gally attacking Thomas and Chuck sacrificing himself. 5. hideous, crazed, desperate

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Lesson #14 Big Essay Question. Write an essay on one of the following topics:

1. In a future world turned upside down there are tough decisions that have to be made. If you were faced with the situation that Thomas is in and could only take 3 people with you to safety who would it be, and why? 2. Think about the scene where Chuck dies. What makes one person place themselves in the line of fire for another person? What would you have done, and what makes you think this?

*********************************************************************************

Read Chapters 61-Epilogue

Questions: 1. What is The Flare? 2. Who are the rebels that rescued the Gladers from WICKED? 3. Who is Ava Paige? 4. What can you make of the experiments? What are they trying to figure out? 1. The flare is in reference to solar flares that burned out all of their technology and had devastating effects on people. There are supposedly treatments but they are reserved only for the very rich. They were chosen because they were identified as having been immune to the Flare and were also of above average intelligence. It was thought that if anyone had a chance of saving the world, it would be these individuals.

2. The rebels don’t agree with the WICKED labs whose aim it is to preserve humanity no matter what the cost. They believe that the inhuman manipulations of WICKED are going nowhere.

3. She works for WICKED and the reader learns that everything the Gladers are going through was completely orchestrated.

4. It would seem that since the Flare affects the brain, and these individuals are immune, that scientists are trying to determine what it is about their brains that allow them to remain healthy. Maybe by placing them in various situations they are able to monitor brain activity.

***************************

Puzzle: Exit the Maze

**printable next page

38

Exit the Maze

Name________________

39

Lesson #15

Test #3 **see following page for printable

40

The Maze Runner Test Three

Name_________________________ 1. Who is responsible for burning the map room?

____________________________________________________________________________________

2. . Some Gladers have decided not to go to the Griever hole. Why did they decide to stay?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. How did Chuck’s death affect Thomas? ____________________________________________________________________________________________________________________________________________________________ 4. What do you think the woman meant when she said one more variable had to be introduced? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. What is The Flare?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Test, cont…. Fill in the blanks

___________________ confused, puzzled

___________________ changeable, not predictable

___________________ to come to a decision

___________________ brief

___________________stunned, overwhelmed

___________________to plan

___________________ rough, rugged

___________________ solemn

___________________wet, dampened

___________________ to push ahead

___________________a part attached to a larger object

Baffled variable resolve fleeting dazed strategize

Craggy somber sodden surged appendages

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The Maze Runner

Vocabulary and Chapter Questions

©2012 www.englishunitplans.com

Vocabulary

Chapters 1-3 Stale: Musty

Consumed: to absorb; engross

Ascended: to rise

Devoid: without

Bombarded: attacked

Lurch swaying abruptly

Piercing: gazing intensely

Chapters 4-6 Wedged: to pack or fit tightly

Mammoth: extremely large

Splinter: fragment

Suppress: to hinder or stop

Wincing: flinch

Epiphany: sudden understanding

Linger: to stay around, loiter

Obstructions: obstacles

Bulbous: bulb shaped, bulging

Creased: a wrinkle

Chapters 25-31 Restored: Make whole, refreshed

Interjected: to interrupt

Defied: to go against the rules

Ruddied: to make red

Gamut: a challenge

Writhing: to twist in pain

Queasy: sick to one’s stomach

Entwined: twisted together

Oblige: to consent or agree

Remnant: a scrap or left over

Contemplative: to think deeply

Chapters 39-42 Lunacy: insanity

Figment: made up, not real

Comical: humorous

Cusp: the edge

Rebuke: to reprimand

Sabotage: underhanded interference

Gibberish: meaningless talk or writing

Feverishly: in an extreme hurry

Coincidence: two or more events the happen at same time

Piqued: interested

Telepathy: mind to mind communication

Scoured: to search thoroughly, to clean completely

Acrid: bitter

Horde: a group

Interminable: never ending

Composure: calm, cool, collected

Chapters 50-56 Baffled: confused, puzzled

Variable: changeable, not predictable

Resolve: to come to a decision

Fleeting: brief

Dazed: stunned, overwhelmed

Strategize: to plan

Craggy: rough, rugged

Somber: solemn

Sodden: wet, dampened

Surged: to push ahead

Appendages: a part attached to a larger object

Questions

Chapters 1-3 1. Where is Thomas at the beginning of the book?

2. What’s a KLUNK?

3. Who is Alby?

4. What’s a Beetle Blade?

5. Who is Chuck and why does Thomas instantly like him?

6. The Maze Runner is often compared to the Hunger Games. What similarities/differences do you note at this point in the reading?

Chapters 4-6 1. Why do you think Gally picks on Thomas so much? Do you consider Gally a bully? Why or why

not? How does a bully decide who he/she will target?

2. Why do you think the author includes the ‘joke’ in the story? What does it tell you about the characters?

3. What are Grievers?

4. What happens if you get stung by one?

5. What three adjectives would describe a Griever?

6. All of the Gladers have had their memories wiped clean. What would make this necessary?

Chapters 7-10 1. What is Alby afraid of and why?

2. What do you predict about the note that the girl had?

3. Many have considered that the Glade is a prison for wayward teens. What would seem to indicate that it is? What arguments against this idea can you present?

4. What do you think caused Ben to be sick? Explain.

5. What happens to Ben after he attacks Thomas?

6. Thomas has to work for the slicers. What are they and what do they do?

Chapters 11-17 1. What has Minho found in the maze that is very unusual?

2. What do you think this ‘find’ means?

3. Why does Alby treat Thomas the way that he does?

4. In the end, what does Alby decide to do with Ben? Do you think this was justified? Explain.

5. How is the Glader society structured?

6. Who is caught outside in the Maze when the doors close?

7. Discuss each boy’s choices. What does Minho decide to do? Thomas? Alby?

Chapters 18-24 1. How does Thomas outwit the Grievers?

2. Who is watching Thomas as he outmaneuvers the Grievers?

3. What character traits can you assign to Thomas?

4. What is the ethical dilemma that Newt faces in regard to Thomas and the one big rule that he’s broken?

5. What does Thomas begin to suspect about their former lives?

6. What does Gally accuse Thomas of being for the Creators?

Chapters 25-31 1. What does Minho offer to do that astounds everyone in the meeting?

2. What does the council decide?

3. What punishment do they give Thomas for breaking the rules?

4. What is more important to have, values or rules? Why?

5. What happens when Alby tries to tell Thomas about the ‘outside’?

6. What does Thomas think the girl’s name is?

7. What does Thomas hear in his mind?

8. What does Teresa tell him?

9. What happens to Gally?

10. How does Thomas view Chuck?

Chapters 32-36 1. What does Thomas realize about how the Glade is mapped?

2. What does the plaque in the Maze say?

3. What does the plaque’s title suggest about what is happening on the outside?

4. What do Thomas and Minho discover when they drop rocks over the edge?

5. What does Teresa say when she wakes up?

6. What happens to the doors in the Maze?

Chapters 37-38 1. Since she’s awake, where do they keep Teresa?

2. Where does everyone hole up for safety?

3. What comes through the gates?

4. What do you think about Teresa?

5. Why is Thomas so upset about Teresa arriving?

Chapters 39-42 1. What does Gally tell the group about the Grievers?

2. Who gives himself to the Griever?

3. What do the Gladers realize about their time in the Maze and their own futures?

4. What happens in the map room?

5. Who is injured in the map room?

6. How have the important maps been saved?

7. What do Teresa and Thomas realize about the way the Gladers have been reading the maps?

8. When the maps are layered and compared what do they seem to form?

Chapters 43-49 1. What are the words that the Gladers find from their analysis of the maps?

2. Why doesn’t Thomas tell the others about his telepathic link to Teresa?

3. What does Thomas realize about the code words?

4. What does Thomas realize that he’s got to do in order to regain his memories?

5. How long did Thomas take to go through the Change?

6. What does Thomas tell the Gladers about themselves?

Chapters 50-56 1. If Thomas is right about the Creators (end of Chapter 50) what do you now know about the

Creators?

2. Who is responsible for burning the map room?

3. What is the plan to get to the Griever hole?

4. Based on what we’ve learned so far about WICKED, how can they be good?

5. Some Gladers have decided not to go to the Griever hole. Why did they decide to stay?

6. What is the relationship between Teresa and Thomas? What proof do you have for your answer?

Chapters 57-58 1. What do you notice is different about the word PUSH from the rest of the words?

2. Who finds the button on the floor that says, ‘Kill the Maze’?

3. At the end of the long slides down from the tunnel they arrive in an underground chamber. What is standing behind large windows observing them?

Chapters 59-60 1. Who is the boy in the hoodie?

2. Does what Chuck does seem out of character, or is it believable that he would do what he did for Thomas?

3. How did Chuck’s death affect Thomas?

4. What do you think the woman meant when she said one more variable had to be introduced?

5. What are two very descriptive words for the lady that Thomas encounters as he is about to make it to the door?

Chapters 61-Epilogue 1. What is The Flare?

2. Who are the rebels that rescued the Gladers from WICKED?

3. Who is Ava Paige?

4. What can you make of the experiments? What are they trying to figure out?

Answers

Chapters 1-3 1. In an elevator going up. He doesn’t know where he came from nor where he’s going.

2. Klunk is another word for excrement.

3. Alby is the new leader of the Gladers.

4. A beetle blade observes what the boys are doing and won’t hurt anyone unless they touch them or try to tamper with them.

Chapters 4-6 1. He picks on Thomas because he believes Thomas is weak and he fears what Thomas represents

from the outside. Given this reason, then, he is not necessarily a bully in that he doesn’t go looking for a reason to hate Thomas. **good time to insert a short mini lesson on bullying.

2. This ‘joke’ allows the author to show the relationships between the boys and how they view life in general.

3. Grievers are large bulbous monsters, half machine, half organic. They seem to exist for the sole purpose of pursuing and killing runners.

4. If a Griever stings someone they are given a serum that keeps them alive. They will retrieve many of the memories that were wiped clean before they were sent to the Glade. It is very painful.

5. Horrendous, monstrous, deadly

6. Obviously there was something very bad that was necessary for them to forget in order to live in the Glade.

Chapters 7-10 1. Alby is afraid of change. Thomas represents that change and he doesn’t like it.

2. Answers may vary

3. For Prison: routine, order, hierarchy, punishment for disobedience. Against Prison: no chance of parole, no one knows what their crimes were, rehabilitation doesn’t seem ongoing.

4. The griever stung him but it would seem to be the serum that made him crazier.

5. They have to shoot him to make him stop attacking Thomas.

6. They butcher the meat.

Chapters 11-17 1. He found a ‘dead’ griever.

2. It means that the grievers can die.

3. He’s afraid that Thomas has signaled some sort of change. Everything has started to change ever since Thomas arrived.

4. Alby decides to exile him to the Maze and let the grievers finish the job. They execute him, in other words.

5. Alby is the leader. There are specifically designated jobs for everyone in the Glade. No one is allowed into the Maze e3xcept the runners who are trained to do the job. Ultimately, they want to map the maze and find a way out.

6. Minho, Alby and Thomas (who runs out to help them).

7. Minho figures that Alby is a dead man anyway and that it is better to split up to hide and stay safe. Alby is too far gone from the stinger to make too many conscious decisions. He has basically resigned himself to the fact that he’s a dead. Thomas determines to survive and keep Alby somehow safe, too.

Chapters 18-24 1. Thomas outwits the Grievers by using the ivy that grows on the wall as rope lines. He ties Alby to

the wall.

2. Minho.

3. He is loyal to his friends, brave, quick thinking, and selfless

4. The one big rule is that no one is to go into the maze except the runners. By stepping out into the maze to help Minho and Alby he went against their society’s rules. Alby has to punish him somehow, but he’s also impressed by Thomas.

5. That they were so awful that when memories are restored via the serum the person remembering goes insane, becomes moody, or aggressive. This leads them to believe that life outside of the Glade must be very bad.

6. A spy.

Chapters 25-31 1. Give up his role as the Keeper of the runners to Thomas

2. They decide that Thomas should become a runner, but train for a month under Minho and Alby.

3. He has to spend a day in the Slammer.

4. opinion statement

5. Something seems to control him and he tries to strangle himself.

6. Teresa

7. He hears Teresa talking to him telepathically.

8. Teresa tells him that the trials have to end and that they are responsible for the Maze and the trials. She also states that her memories are fading.

9. Gally in a fit of rage runs into the Maze. The others think he’s hiding out in the Maze, but Thomas thinks he’s hiding somewhere in the Glade with some of his new friends.

10. He spends the day while in the slammer getting to know Chuck (who visits him). He begins to regard Chuck as the little brother he never had. He realizes that Chuck is naïve and innocent and he feels protective of him.

Chapters 32-36 1. It is arranged in a tic tac toe pattern with the Glade as the center square.

2. World in catastrophe killzone experiment department (WICKED)

3. opinion response

4. That they, like the Grievers, disappear into a ‘hole’.

5. That the Maze, itself, is a code.

6. They don’t close at night.

Chapters 37-38 1. In the slammer

2. The homestead

3. A Griever

4. opinion

5. opinion

Chapters 39-42 1. That they will kill one Glader a night before they stop.

2. Gally

3. They realize that pressure is being applied so that they will make a decision and move toward solving the maze’s secret.

4. The map room is burned.

5. Alby is injured. His head is bleeding.

6. When Alby was going through the change he told Newt and Minho to protect the maps. They have moved them in secret to another location.

7. They realize that the Gladers have only been comparing each section to itself instead of comparing it to other sections.

8. They realize that when the maps are layered on top of one another that they form letters. The maze is a code.

Chapters 43-49 1. FLOAT, CATCH, BLEED, DEATH, STIFF, and PUSH.

2. He doesn’t want to give then yet another reason to distrust either of them.

3. They are words or codes that need to be entered into a computer in order to free them from the maze.

4. Become a victim of the Griever and be stung.

5. three days

6. That they are all highly intelligent orphans collected and raised by the creators as part of a larger project. They are all named after famous scientists (Alby, Albert Einstein, Thomas, Thomas Edison). He also tells them that the maze was to see how they would solve something outside of the box and use creative problem solving.

Chapters 50-56 1. They are desperate enough for some answers that they would put kids (albeit smart kids) in

situations where they could die. They also are more than willing to allow the kids to die.

2. Alby. He says he did it to stay in the Glade. He remembers too much about the apocalyptic outside and he doesn’t want to return.

3. The Grievers are set to only kill one person at a time. Thomas says that he will offer himself up so the rest can escape.

4. They obviously want to correct some terrible ‘wrongness’ that is occurring. The acronym, alone: World In Catastrophe, Killzone Experiment Department, would seem to imply that they are attempting to literally save the world. They also set the Grievers to only kill one at a time, so their plan can’t be to exterminate them all. They selected the best and the brightest for some reason.

5. They have either gone through the changing and they KNOW what they are going back to, or they do not agree with what Thomas and the others are attempting to do.

6. opinion response

Chapters 57-58 1. The word is only a four letter word, not five letters….indicating that it is a direction and not a

code word.

2. Chuck

3. The creators

Chapters 59-60 1. Gally

2. Chuck is a very fearful individual so it is somewhat unbelievable that he’d suddenly charge in and save Thomas. However, his love for Thomas may have been what gave him uncharacteristic strength.

3. Thomas is devastated and almost kills Gally.

4. One can assume that the variable was Gally attacking Thomas and Chuck sacrificing himself.

5. hideous, crazed, desperate

Chapters 61-Epilogue 1. The flare is in reference to solar flares that burned out all of their technology and had

devastating effects on people. There are supposedly treatments but they are reserved only for the very rich. They were chosen because they were identified as having been immune to the Flare and were also of above average intelligence. It was thought that if anyone had a chance of saving the world, it would be these individuals.

2. The rebels don’t agree with the WICKED labs whose aim it is to preserve humanity no matter what the cost. They believe that the inhuman manipulations of WICKED are going nowhere.

3. She works for WICKED and the reader learns that everything the Gladers are going through was completely orchestrated.

4. It would seem that since the Flare affects the brain, and these individuals are immune, that scientists are trying to determine what it is about their brains that allow them to remain healthy. Maybe by placing them in various situations they are able to monitor brain activity.

The Maze Runner Unit Calendar W

eek

1

• Vocabulary • Movie trailer • Read Chapters 1-

3 Read Aloud(RA) • Vocabulary Game

• Hot seat Essay • Chapter4-6 (RA) • HW: 7-10

• Vocabulary Pinball

• Chapter 11-17 (RA)

• Create a Word

• Enter the maze • Chapter 18-24 • Review for test

• Test #1

Wee

k 2

• Match it to Win It • Chapters 25-31

• Vocab Round Robin

• Chapters 32-36 • A-Maazing • Homework

Ch. 37-38

• Short Response Writing

• Chapters 39-45

• 46-52 • The Big Question • Vocab review

• Test #2

Wee

k 3

• Character Maps • Read 50-56

• Media Clip (theme)

• Chapter 57-58 • Code Words

Puzzle

• Character Counts • Quizlet Cove

Vocab • Read Chapters

59-60

• Big Essay Question

• Read 61-Epilogue • Exit the Maze

Puzzle

• Test #3

WWW.ENGLISHUNITPLANS.COM

Common Core State Standards Alignment Grid

Grades 8-10

The following grid indicates which of the Common Core State Standards are covered in this unit plan. You may find that you also cover other standards not listed or checked while teaching this unit. This list is not meant to be exhaustive or restrictive, but is intended as a basic reference for teachers and administrators needing to confirm that the lessons and activities in this unit conform to the curriculum prescribed by the Common Core State Standards.

Standards Alignment Grid: Grade 8

Reading: Literature and Informational Text

Key Ideas and Details

RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Craft and Structure

RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Integration of Knowledge and Ideas RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful

to or departs from the text or script, evaluating the choices made by the director or actors.

RI.8.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Range of Reading and Level of Text Complexity

RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Writing

Text Types and Purposes W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Text Types and Purposes (continued) W.8.3. Write narratives to develop real or imagined experiences or events using effective

technique, relevant descriptive details, and well-structured event sequences.

Production and Distribution of Writing

W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Research to Build and Present Knowledge

W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.8.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two.

Speaking and Listening

Comprehension and Collaboration

SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

SL.8.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Presentation of Knowledge and Ideas

SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.8.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Vocabulary Acquisition and Use

L.8.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

L.8.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standards Alignment Grid: Grades 9-10

Reading: Literature and Informational Text

Key Ideas and Details

RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure

RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

RL.9-10.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

RL.9-10.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Integration of Knowledge and Ideas

RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

RL.9-10.9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Range of Reading and Level of Text Complexity

RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

Text Types and Purposes

W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Text Types and Purposes (continued) W.9-10.3. Write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening

Comprehension and Collaboration

SL.9-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Language

Conventions of Standard English

L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

L.9-10.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

L.9-10.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

L.9-10.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.9-10.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.